GENERAL RESOURCES

Aces Too HighMassachusetts, Washington State Lead U.S. trauma-sensitive school movementby Jane Ellen Stevens - May 31, 2012http://acestoohigh.com/2012/05/31/massachusetts-washington-state-lead-u-s-trauma-sensitive-school-movement/ACESTooHigh is a news site that reports on research about adverse childhood experiences, including developments in epidemiology, neurobiology, and the biomedical and epigenetic consequences of toxic stress. It also covers how people, organizations, agencies and communities are implementing practices based on the research.

Trauma-Sensitive Schools. Trauma-Informed classrooms. Compassionate schools. Safe and supportive schools. All different names to describe a movement that’s taking shape and gaining momentum across the country. And it all boils down to this: Kids who are experiencing the toxic stress of severe and chronic trauma just can’t learn. It’s physiologically impossible.

The Adverse Childhood Experiences (ACE) Study - Centers for Disease Control and Prevention http://www.cdc.gov/violenceprevention/acestudy/The Adverse Childhood Experiences (ACE) Study is one of the largest investigations ever conducted to assess associations between childhood maltreatment and later-life health and well-being. The study is a collaboration between the Centers for Disease Control and Prevention and Kaiser Permanente's Health Appraisal Clinic in San Diego. More than 17,000 Health Maintenance Organization (HMO) members undergoing a comprehensive physical examination chose to provide detailed information about their childhood experience of abuse, neglect, and family dysfunction.

American Psychological Associationhttp://www.apa.org/topics/trauma/index.aspxThe American Psychological Association is the largest scientific and professional organization representing psychology in the United States. APA is the world's largest association of psychologists, with nearly 130,000 researchers, educators, clinicians, consultants and students as its members. The APA defines Trauma as an emotional response to a terrible event like an accident, rape or natural disaster.

Centers for Disease Control and Prevention (CDC)Essentials for Childhood Framework: Steps to Create Safe, Stable, and Nurturing Relationships and Environments for all Childrenhttp://www.cdc.gov/violenceprevention/childmaltreatment/essentials/index.htmlSafe, stable, and nurturing relationships and environments are essential to prevent child maltreatment and to assure children reach their full potential. The Essentials for Childhood Framework proposes evidence-based strategies communities can consider to promote relationships and environments that help children grow up to be healthy and productive citizens so that they, in turn, can build stronger and safer families and communities for their children.

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Child Safety CommissionerPromoting the Safety and Wellbeing of Children - Calmer ClassroomsA Guide to Working with Traumatised Childrenhttp://www.traumainformedcareproject.org/resources/calmer_classrooms.pdfThis booklet assists kindergarten, primary and secondary teachers, and other school personnel in understanding and working with children and young people whose lives have been affected by trauma. Calmer Classrooms particularly addresses the needs of children who have been traumatised by abuse and neglect. These children may be involved in the child protection and family support systems. Some may not be able to remain in the care of their families and are living in foster care or other forms of state care. I [Bernie Geary OAM, Child Safety Commissioner] urge teachers and all those involved in children’s education to take some time to consider the detail of this publication.

Children’s Defense Fundhttp://www.childrensdefense.org/The Children’s Defense Fund Leave No Child Behind® mission is to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start and a Moral Start in life and successful passage to adulthood with the help of caring families and communities. CDF provides a strong, effective and independent voice for all the children of America who cannot vote, lobby or speak for themselves. We pay particular attention to the needs of poor children, children of color and those with disabilities. CDF educates the nation about the needs of children and encourages preventive investments before they get sick, drop out of school, get into trouble or suffer family breakdown.

Children’s Defense Fund – Children in the States Fact Sheets - 2014http://www.childrensdefense.org/library/data/state-data-repository/cits/These factsheets provide basic statistics and rankings regarding poverty, health, hunger, child welfare, early childhood development, education and youth at risk for children in each state.

Coalition to Support Grieving Students – Impact on Learninghttp://grievingstudents.scholastic.com/impact-on-learning/This module addresses the impact of grief on learning and describes approaches that teachers can take to provide support in order to minimize academic challenges after a death.

James P. Comer, MD, MPH - Comer School Development Programhttp://medicine.yale.edu/childstudy/comer/index.aspxDr. James P. Comer and his colleagues at the Yale Child Study Center began to create the School Development Program (SDP) in 1968. The SDP is the first reported school intervention program in which the test scores, behavior, and attendance of poor and/or socially marginalized students improved dramatically. Also, it was the first intervention in which the application of child and adolescent development principles was used school-wide to create interactions and/or relationships that prepared students to learn, and to begin to take responsibility for their own learning; and enabled teachers, school staff and administrators to support student personal development and learning.

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Compassionate Schools: The Heart of Learning and TeachingThe Heart of Learning: Compassion, Resiliency, and Academic Success – September 2009State of Washington – Office of Superintendent of Public Instructionhttp://k12.wa.us/compassionateschools/heartoflearning.aspxThe Heart of Learning: Compassion, Resiliency, and Academic Success is a handbook for teachers written and compiled by OSPI and Western Washington University staff. It contains valuable information that will be helpful to you on a daily basis as you work with students whose learning has been adversely impacted by trauma in their lives.

The Effectiveness of Universal School-Based Programs for the Prevention of Violent and Aggressive Behavior - A Report on Recommendations of the Task Force on Community Preventive Services – August 10, 2007 / 56(RR07);1-12http://www.cdc.gov/mmwr/preview/mmwrhtml/rr5607a1.htm#topSummary: Universal school-based programs to reduce or prevent violent behavior are delivered to all children in classrooms in a grade or in a school. Similarly, programs targeted to schools in high-risk areas (defined by low socioeconomic status or high crime rates) are delivered to all children in a grade or school in those high-risk areas. During 2004--2006, the Task Force on Community Preventive Services (Task Force) conducted a systematic review of published scientific evidence concerning the effectiveness of these programs. The results of this review provide strong evidence that universal school-based programs decrease rates of violence and aggressive behavior among school-aged children. Program effects were demonstrated at all grade levels. An independent meta-analysis of school-based programs confirmed and supplemented these findings. On the basis of strong evidence of effectiveness, the Task Force recommends the use of universal school-based programs to prevent or reduce violent behavior.

Healing Resources.infoEmotional and Psychological Trauma: Causes and Effects, Symptoms and Treatmenthttp://www.healingresources.info/emotional_trauma_overview.htmThis is a professional, non-commercial web site intended for parents, educators, adults with relationship problems that result from stress-related disorders like depression and anxiety, and also for health professionals with a working knowledge in emotional/psychological trauma.

Institute of Restorative Practices (IIRP)http://www.iirp.edu/what-is-restorative-practices.phpThe fundamental premise of restorative practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in authority do things with them, rather than to them or for them. The field of restorative practices has significant implications for all aspects of society — from families, classrooms, schools and prisons to workplaces, associations, governments, even whole nations — because restorative practices can develop better relationships among these organizations' constituents and help the overall organization function more effectively.

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Improving School Climate – Findings from Schools Implementing Restorative Practiceshttps://www.iirp.edu/search-results.php?cx=002027130135840368450%3Apht00rhzw54&cof=FORID%3A11&q=improving+school+climate&sa=Search+»

Jasper Mountain – Hope for Children & FamiliesOptimum Learning Environments for Traumatized Children: How Abused Children Learn Best in School – Dave Ziegler, Ph.D.http://www.jaspermountain.org/optimum_learning_environment.pdf

Jasper Mountain – Hope for Children & FamiliesUnderstanding and Helping Children Who Have Been Traumatized – by Dave Ziegler, Ph.D.http://www.jaspermountain.org/understanding_helping_children.pdf

Massachusetts Advocates for Children: Trauma and Learning Policy Initiative in collaboration with Harvard Law School and The Task Force on Children Affected by Domestic Violence Helping Traumatized Children Learn – A Report and Policy Agendahttp://www.traumainformedcareproject.org/resources/helping-traumatized-children-learn.pdfThe goal of Helping Traumatized Children Learn is to ensure that children traumatized by exposure to family violence succeed in school. Research now shows that trauma can undermine children’s ability to learn, form relationships, and function appropriately in the classroom. Schools, which are significant communities for children, and teachers—the primary role models in these communities—must be given the supports they need to address trauma’s impact on learning. Otherwise, many children will be unable to achieve their academic potential, and the very laudable goals of education reform will not be realized. Trauma-sensitive school environments benefit all children—those whose trauma history is known, those whose trauma will never be clearly identified, and those who may be impacted by their traumatized classmates. Together, we can ensure that all children will be able to achieve at their highest levels despite whatever traumatic circumstances they may have endured.

This report proposes an educational and policy agenda that will enable schools to become supportive environments in which traumatized children can focus, behave appropriately, and learn. It translates complex research on trauma into educational terms that are useful to teachers and schools. And it provides a Flexible Framework—which can be adapted by any school—for creating a climate in which children exposed to family violence can achieve at their highest levels.1

Massachusetts Department of Elementary & Secondary EducationTrauma Sensitive Schools - December 18, 2007http://www.doe.mass.edu/tss/schools.htmlIn Massachusetts, a study by the Office of the Commissioner of Probation reported that about 43,000 children were named on restraining orders, suggesting that these children were affected by family violence. The Massachusetts Department of Social Services (DSS) reports that in 2004 nearly 40,000 children were included in the DSS caseload due to child abuse and neglect.

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Traumatized children are vulnerable; teachers are the critical link to intervention with sensitivity and awareness. Best practices create an environment where students can learn in a safe and positive environment. Trauma sensitive practice is a must for every educator's toolkit.

The National Child Traumatic Stress Network (NCTSN) – What is Child Traumatic Stress?http://www.nctsnet.org/resources/audiences/parents-caregivers/what-is-cts

The National Child Traumatic Stress Network (NCTSN) - Understanding Child Traumatic Stresshttp://www.nctsn.org/nctsn_assets/pdfs/edu_materials/Understanding_Child_Traumatic_Stress_Brochure_9-29-05.pdfEstablished by Congress in 2000, the National Child Traumatic Stress Network (NCTSN) brings a singular and comprehensive focus to childhood trauma. NCTSN’s collaboration of frontline providers, researchers, and families is committed to raising the standard of care while increasing access to services. Combining knowledge of child development, expertise in the full range of child traumatic experiences, and dedication to evidence-based practices, the NCTSN changes the course of children’s lives by changing the course of their care.

Their mission is to raise the standard of care and improve access to services for traumatized children, their families and communities throughout the United States.

The National Child Traumatic Stress Network (NCTSN) is working to advance effective interventions and services to address the impact of traumatic stress. Our nation is in a position to take advantage of the full range of scientific knowledge, clinical wisdom, and service sector expertise to preserve and restore the future of traumatized children across the United States. Comprising over 50 centers from across the United States, the NCTSN integrates the strengths of academic institutions that are dedicated to developing research-supported interventions and training people to deliver them, and community-based treatment and service centers that are highly experienced in providing care to children and families.

The National Child Traumatic Stress Network (NCTSN) - Resources for Parents and Caregivershttp://www.nctsnet.org/resources/audiences/parents-caregivers#q1

The National Child Traumatic Stress Network (NCTSN)NCCTS Leadership: Trauma-Informed Systemshttp://www.nctsn.org/sites/default/files/assets/pdfs/TraumaInformedServices_InfoBrief_FINAL.pdf

The National Child Traumatic Stress Network (NCTSN)Child Traumatic Stress: What Every Policymaker Should Knowhttp://www.nctsn.org/sites/default/files/assets/pdfs/PolicyGuide_CTS2008.pdfThis guide was written to educate policymakers about the scope and impact of childhood trauma,to offer effective solutions that can be implemented with the support of informed public policy, andto provide information about additional resources. The National Child Traumatic Stress Network(NCTSN) offers this resource for all those who work to develop and implement policies for child

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andfamily-serving systems, including federal, state, and local policymakers, agency and centerstaff, mental health clinicians, researchers, and service providers, child advocates, and families andconsumers affected by trauma.

Pace Schoolhttp://www.paceschool.org/our-model/trauma-sensitive-environment/Pace was an early leader in building a trauma sensitive school environment. Every child at Pace has experienced some level of traumatic stress. Our goal is to create a safe and democratic environment where children can feel safe and learn to understand their own experiences and change the way they respond to them.

Pennsylvania Department of Educationhttp://www.pde.state.pa.us/portal/server.pt/community/pennsylvania_department_of_education/7237The mission of the department is to academically prepare children and adults to succeed as productive citizens. The department seeks to ensure that the technical support, resources and opportunities are in place for all students, whether children or adults, to receive a high quality education.

Report by the National Center for Children and Poverty (NCCP) – July 2007Strengthening Policies to Support Children, Youth, and Families Who Experience Traumahttp://www.nccp.org/publications/pdf/text_737.pdfThis 102 page report reviews current policies and practices to support children, youth, and families exposed to trauma and highlights reasons for optimism and concern. Trauma-informed policy needs to balance current knowledge about effective practices with supportive financing, cross-system collaboration and training, accountability, and infrastructure development.

Report of the Attorney General’s National Task Force on Children Exposed to ViolenceDecember 12, 2012http://www.justice.gov/defendingchildhoodhttp://www.justice.gov/defendingchildhood/cev-rpt-full.pdfAttorney General Eric Holder launched the Defending Childhood initiative on September 23, 2010, to address a national crisis: the exposure of America’s children to violence as victims and as witnesses.

The full report encompasses 256 pages. The executive summary reads in part:Exposure to violence is a national crisis that affects approximately two out of every three of our children. Of the 76 million children currently residing in the United States, an estimated 46 million can expect to have their lives touched by violence, crime, abuse, and psychological

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trauma this year. In 1979, U.S. Surgeon General Julius B. Richmond declared violence a public health crisis of the highest priority, and yet 33 years later that crisis remains. Whether the violence occurs in children’s homes, neighborhoods, schools, playgrounds or playing fields, locker rooms, places of worship, shelters, streets, or in juvenile detention centers, the exposure of children to violence is a uniquely traumatic experience that has the potential to profoundly derail the child’s security, health, happiness, and ability to grow and learn — with effects lasting well into adulthood. We can stem this epidemic if we commit to a strong national response.

Right To Education Task ForceEvery child is entitled to an education based on their individual needshttp://www.righttoed.org/about-us/The Right to Education Task Force was created in 1972 as part of the P.A.R.C. Consent Agreement that provided for a free, appropriate public education for children with mental retardation. In 1975, the Right to Education was extended by State regulations to include learning disabilities, physical handicaps, emotional difficulties and hearing, visual, speech, and language impairment. The purpose of the Local Task is to assist in improving education for all school-age children with special needs.

SaferSanerSchools – Whole-School Change Through Restorative Practiceshttp://www.safersanerschools.org/Restorative Practices in Schools – Achieve lasting school climate change with out intensive, cost-effective two-year implementation program. The SaferSanerSchools program achieves 100% staff participation in restorative practices and reliably produces positive outcomes, which start to occur at the very outset of implementation. Built-in assessment mechanisms and a solid sustainability program achieves organizational change.

Substance Abuse and Mental Health Services Administration (SAMHSA)www.samhsa.govThe Substance Abuse and Mental Health Services Administration (SAMHSA) is the agency within the U.S. Department of Health and Human Services that leads public health efforts to advance the behavioral health of the nation. SAMHSA's mission is to reduce the impact of substance abuse and mental illness on America's communities.

Supporting and Educating Traumatized Students – A Guide for School Based ProfessionalsBy Eric Rossen, Director of Professional Development and Standards for the National Association of School Psychologistshttp://www.amazon.com/Eric-Rossen/e/B00C5H1G9U/ref=dp_byline_cont_book_1Combining knowledge of the cognitive and behavioral effects of trauma, evidence-based interventions, educational best practices, and the experiences of veteran educators, Supporting and Educating Traumatized Students: A Guide for School-Based Professionals presents a new framework for assisting students with a history of trauma. Designed specifically for busy educators who work with traumatized students daily, this volume brings together practitioners,

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researchers, and other experts with backgrounds in education, school psychology, school nursing, school social work, school counseling, school administration, clinical psychology, resilience, and trauma studies to examine the impacts of numerous traumatic experiences on school-aged children and youth. The book provides practical, effective, and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students affected by trauma. Chapters offer techniques and strategies designed for all types of educational environments and in the context of multiple potential sources of trauma. Supporting and Educating Traumatized Students is an essential resource for classroom teachers and for practicing school-based professionals. It is also useful for courses that address crisis, trauma, and education across a broad spectrum of specializations, including school social work, education, psychology, counseling, and school administration.

The Thrive Initiative – Why Trauma Informed Mattershttp://thriveinitiative.org/trauma-informed/THRIVE provides trainings, technical assistance, and consultation to state and local organizations as well as to community members with the goal of creating trauma-informed systems.

Trauma and Learning Policy Initiative (TLPI) – Advocating for Trauma Sensitive Schoolshttp://traumasensitiveschools.org/about-tlpi/The Trauma and Learning Policy Initiative’s (TLPI) mission is to ensure that children traumatized by exposure to family violence and other adverse childhood experiences succeed in school. To accomplish this mission, TLPI engages in a host of advocacy strategies including: providing support to schools to become trauma sensitive environments; research and report writing; legislative and administrative advocacy for laws, regulations and policies that support schools to develop trauma-sensitive environments; coalition building; outreach and education; and limited individual case representation in special education where a child’s traumatic experiences are interfacing with his or her disabilities.

Trauma and Learning Policy Initiative (TLPI) a partnership of Massachusetts Advocates for Children and Harvard Law School – Helping Traumatized Children Learn 2Creating and Advocating for Trauma-Sensitive Schoolshttp://www.traumainformedcareproject.org/resources/htcl-vol-2-creating-and-advocating-for-tss.pdf

Treating Trauma and Traumatic Grief in Children and AdolescentsWritten by Judith A. Cohen, Anthony P. Mannarino, & Esther Deblingerhttp://tfcbt.musc.edu/resources.php?p=1This is the authoritative guide to conducting trauma-focused cognitive-behavioral therapy (TF-CBT), a systematic, evidence-based treatment for traumatized children and their families. Provided is a comprehensive framework for assessing posttraumatic stress disorder, depression, anxiety, and other symptoms; developing a flexible, individualized treatment plan; and working collaboratively with children and parents to build core skills in such areas as affect regulation and safety. Specific guidance is offered for responding to different types of traumatic events,

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with an entire section devoted to grief-focused components. Useful appendices feature resources, reproducible handouts, and information on obtaining additional training. TF-CBT has been nationally recognized as an exemplary evidence-based program.

U.S. Department of Justice – Office of Juvenile Justice and Delinquency PreventionHealing the Invisible Woulds: Children’s Exposure to Violence – A Guide for Families - 2012http://ojjdp.gov/programs/safestart/HealingTheInvisibleWounds.pdfThis resource provides guidance and resources for families who believe a child they know has witnessed or experienced violence.

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